The Learning Space as Support to Sustainable Development: A Revision of Uses and Design Processes

In the last decade, there has been an increasing interest in the role of space in the learning process. However, there is limited research about how different Learning Spaces (LS) can lead to Sustainable Development (SD). Therefore, this paper presents a systematic literature review aimed to identif...

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Autores principales:	Sergio Alonso Martínez-Ramos, Juvenal Rodríguez-Reséndiz, Avatar Flores Gutiérrez, P. Y. Sevilla-Camacho, Jorge D. Mendiola-Santíbañez
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	learning space sustainability sustainable development design literature review Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
Acceso en línea:	https://doaj.org/article/890ddb5708234f64b38bd0b6d8747245
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id	oai:doaj.org-article:890ddb5708234f64b38bd0b6d8747245
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spelling	oai:doaj.org-article:890ddb5708234f64b38bd0b6d87472452021-11-11T19:22:08ZThe Learning Space as Support to Sustainable Development: A Revision of Uses and Design Processes10.3390/su1321116092071-1050https://doaj.org/article/890ddb5708234f64b38bd0b6d87472452021-10-01T00:00:00Zhttps://www.mdpi.com/2071-1050/13/21/11609https://doaj.org/toc/2071-1050In the last decade, there has been an increasing interest in the role of space in the learning process. However, there is limited research about how different Learning Spaces (LS) can lead to Sustainable Development (SD). Therefore, this paper presents a systematic literature review aimed to identify how physical, virtual, and hybrid LS have been designed and used to support SD. From an initial sample of 204 articles between 2009 and 2021 found in the Scopus database, 33 were included after inclusion criteria were applied. Findings show a wide variety of focus in the uses of LS (e.g., promote education quality, accessibility, or environmental sustainability). In general, the design process of LS implies a top-bottom approach, where students remain as passive actors. Nevertheless, it has been identified a growing interest in codesign processes that promote broader participation and bottom-top perspectives. This study contributes to orientate the understanding of the concept of LS, and looks towards inspiring new teaching and learning practices.Sergio Alonso Martínez-RamosJuvenal Rodríguez-ReséndizAvatar Flores GutiérrezP. Y. Sevilla-CamachoJorge D. Mendiola-SantíbañezMDPI AGarticlelearning spacesustainabilitysustainable developmentdesignliterature reviewEnvironmental effects of industries and plantsTD194-195Renewable energy sourcesTJ807-830Environmental sciencesGE1-350ENSustainability, Vol 13, Iss 11609, p 11609 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	learning space sustainability sustainable development design literature review Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
spellingShingle	learning space sustainability sustainable development design literature review Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350 Sergio Alonso Martínez-Ramos Juvenal Rodríguez-Reséndiz Avatar Flores Gutiérrez P. Y. Sevilla-Camacho Jorge D. Mendiola-Santíbañez The Learning Space as Support to Sustainable Development: A Revision of Uses and Design Processes
description	In the last decade, there has been an increasing interest in the role of space in the learning process. However, there is limited research about how different Learning Spaces (LS) can lead to Sustainable Development (SD). Therefore, this paper presents a systematic literature review aimed to identify how physical, virtual, and hybrid LS have been designed and used to support SD. From an initial sample of 204 articles between 2009 and 2021 found in the Scopus database, 33 were included after inclusion criteria were applied. Findings show a wide variety of focus in the uses of LS (e.g., promote education quality, accessibility, or environmental sustainability). In general, the design process of LS implies a top-bottom approach, where students remain as passive actors. Nevertheless, it has been identified a growing interest in codesign processes that promote broader participation and bottom-top perspectives. This study contributes to orientate the understanding of the concept of LS, and looks towards inspiring new teaching and learning practices.
format	article
author	Sergio Alonso Martínez-Ramos Juvenal Rodríguez-Reséndiz Avatar Flores Gutiérrez P. Y. Sevilla-Camacho Jorge D. Mendiola-Santíbañez
author_facet	Sergio Alonso Martínez-Ramos Juvenal Rodríguez-Reséndiz Avatar Flores Gutiérrez P. Y. Sevilla-Camacho Jorge D. Mendiola-Santíbañez
author_sort	Sergio Alonso Martínez-Ramos
title	The Learning Space as Support to Sustainable Development: A Revision of Uses and Design Processes
title_short	The Learning Space as Support to Sustainable Development: A Revision of Uses and Design Processes
title_full	The Learning Space as Support to Sustainable Development: A Revision of Uses and Design Processes
title_fullStr	The Learning Space as Support to Sustainable Development: A Revision of Uses and Design Processes
title_full_unstemmed	The Learning Space as Support to Sustainable Development: A Revision of Uses and Design Processes
title_sort	learning space as support to sustainable development: a revision of uses and design processes
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/890ddb5708234f64b38bd0b6d8747245
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The Learning Space as Support to Sustainable Development: A Revision of Uses and Design Processes

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